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Spark
Lesson 2: Indian Treaties and the Removal Act of 1830
California CCSS: Focus Standards
California CCSS: Supporting Standards
ELD Standards
In this lesson
Today you will
Analyze an informational text to better understand how events and government actions led to the Indian Removal Act.
Compare ideas and explain consequences using contrast connectors and cause-and-effect language in discussion.
Essential Questions
What does it mean to live responsibly within natural systems?
How do different disciplines and traditions, including scientific inquiry and cultural knowledge, help us understand our relationship to the natural world?
Texts used in this lesson
Short-Form Text
Indian Treaties and the Removal Act of 1830
Office of the Historian, U.S. State Department, adapted by Newsela
Read text
Lesson Sequence
Collaborative Idea Board
Directions: You will work together to create a Collaborative Idea Board to organize our understanding of and questions about the history of Indigenous nations and the U.S. government’s role in that history, specifically the Indian Removal Act of 1830. Your teacher will start by writing an idea on the board.
“The U.S. government forced some Indigenous nations to move west.”
Directions: Continue building the Collaborative Idea Board with the class. What can you share about the following:
What do you already know about the history of Indigenous nations in what is now the United States?
What do you know about the Indian Removal Act of 1830?
How do you think Indigenous peoples’ lives changed after the United States became a nation?
Part A: Understanding Native American Removal
Close Read & Annotation Protocol
Directions: Read through the article together with your partner. You can take turns reading aloud. As you read, pause to annotate the text that answers the following questions.
What events and decisions led to Native American removal?
How did American politicians and government officials force Native nations to leave their lands?
How were Native nations treated during removal, and what does that reveal about the human cost?
Part B: Inferring Impact
Turn and Talk
Directions: Think back to Spark Lesson 1, when we used reciprocity as a way to describe a healthy relationship between humans and the land. Turn to your partner, and discuss the prompt below. Use at least one textual detail from the article to support your inference.
What do you think happens to knowledge of the land when communities are forcibly separated from their land, their language, and each other?
Reflection |
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Reflect on your understanding of the impact of forced removal on Indigenous nations’ relationships to the land using the Reflection routine.
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Quick Write
Directions: Write two to three sentences in response to the question below. Use at least one specific detail from the article to support your response.
What did you learn about Native American removal that you did not know before?